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Sixth Annual National Symposium on Student Retention Mobile, AL November 3, 2010 Dale R. Tampke and Raifu Durodoye University of North Texas

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Context for the intervention – University of North Texas – Organization, student profile Psychosocial factors and retention The intervention plan The predictive model The assessment plan Results Recommendations for Research and Practice References

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Survey FTICs at summer Orientation – 8 sessions – Approximately 450 students per session Use our nascent predictive model to select at- risk students for follow up (first six weeks of fall) Deploy academic advisors and student affairs staff to individually intervene Frame the intervention around a discussion of the assessment results

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Academic discipline – I turn in my assignments on time Academic self-confidence – I am a fast learner Commitment to college – Im motivated to get a college degree Communication skills – In reaching an agreement, I consider the needs of others as well as my own needs General determination – When I make plans, I follow through with them

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Goal striving – I strive to achieve the goals I set for myself Social activity – I make friends easily Social connection – I have a sense of belonging when Im on campus Steadiness – Im a patient person Study skills – I highlight key points when I read assigned materials

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Nearest Neighbor Matching – Likelihood of assignment into the treatment or control group – Propensity Score Method The rationale for matching – Appropriate for observational data (non-randomly assigned) – Controls for inherent differences between the control & treatment group. – Displays the true effect of the treatment or intervention. Example: Sex & Percentile

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The SRI can equip students with relevant and useful information. Predicted probability scores can be used to better identify at-risk populations. SRI interventions with targeted/at-risk student populations can decrease those students assignment onto academic alert or probation.

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Include the SRI scores in the predictive model Capture and include whether the student followed up on the advisors recommendation Investigate the validity issues associated with the timing of data collection – Whens the best time to ask a student about their study skills? Figure out how to increase the intervention rate